Cats Protection Is the UK's Leading Feline Welfare Charity and Has Been

Cats Protection is the UK’s leading feline welfare charity and has been caring for cats and kittens since 1927. We help around 140,000 cats a year through our nationwide network of voluntary-run branches Our objectives are... and adoption centres. From the • To find homes for cats in need Shetland Islands in the North, to • To support and encourage the neutering of cats • To improve people’s understanding of cats and Falmouth in the South West, our their care volunteers and staff work hard to give every cat in our care a second Our vision is... chance in life, relying solely on the To ensure that every cat is given the chance of a life where it will be treated with kindness and generosity of cat lovers to continue understanding of its needs our work.

1. Aims of the pack 2.Curriculum Links 3.Teachers’Notes 4.Pupil Sheets 5.Further Information 6.Practice KS3 SATs Paper

This pack aims to provide exciting resources and activities Summary of Contents Planning a Campaign: Summary activity to produce promotional that will help to deliver many skills and curriculum aims, literature – an exercise in persuasive writing. (English) as well as promoting responsible pet ownership, focussing Young People’s Rights and the Rights of Pets: A Cats in the Classroom Poster: The A1 poster that on the rights and needs of animals in our care. comparison of young people’s rights with that of a pet, accompanies this pack shows examples of Cats Protection The activities have been designed to help pupils to develop, leading to exploring responsibilities of pet ownership. (PSHE, literature and can act as a resource for your pupils for the refine and progress their ideas, and use a range of teaching Citizenship) English activities; you may like to ask your pupils to work out and learning strategies to deliver important elements of the Dilemmas: What would you do if…? exercise to explore what they think the examples are and who they are aimed at. curriculum (English, Maths and Science), whilst also responsibilities and discover the help available from animal For your information the poster shows the Cats Protection developing the knowledge and understanding that underpins organisations. (PSHE, Citizenship) Annual Review – A round-up of the previous year’s responsible cat ownership (PSHE and Citizenship). Cats in History: A literacy exercise which outlines how cats have achievements. Feral Cats Advert – Advert to help rehome feral cats. Aimed at farmers, stables and people with lots of land. Inside you’ll find activities that explore text and word level been perceived throughout the ages. (English, Humanities) CP Week Poster – Campaign poster promoting rehoming and themes in poetry, classic fiction, cartoons, plays, historical Cats in the Media: Using examples from the media, an the benefits of owning a cat. Aimed at the more mature lady. facts, factual information and advertising. exploration into how cats are perceived and portrayed. (English) BBC Proms Advert – Rehoming advert aimed at people who Pupils can practise their discussion skills as well as create Cats in Poetry: An exercise in looking at how poets use enjoy relaxing music. Kitten Appeal Advert – Donation ask to their own fiction, scripts, factual texts, persuasive writing and words and techniques to portray cats in verse. (English) help with the cost of rehoming during the kitten season. Bus advertising campaign using a range of media. The Cost of Caring for a Cat: A numeracy/Maths Advert – Rehoming advert featured on buses in Liverpool and There are also activities that can be used in Science and investigation into the costs involved in owning a cat. (Maths) Exeter. Neutering Campaign – Advert and poster aimed at the Maths, or to introduce numeracy and literacy into PSHE and Why Neuter your Cat?: A numeracy/Maths investigation into general public. The Cat – The official journal of Cats Citizenship activities. what happens if cats are allowed to breed unchecked. (Maths) Protection, aimed at people with a yearly or life membership Detailed teachers’ notes are included, as well as full links into the Who’s Living with your Cat?: An awareness raising exercise of Cats Protection; the magazine goes out four times a year. English and Scottish curricula, so you know exactly where each on parasites, how they affect cats and how to prevent them Further Information: A list of useful websites and links. activity can fit into your scheme of work for 11 to 14-year-olds. and treat your cats. (Science, PSHE) Practice SATs Paper: A complete practice reading paper, All the pack’s resources are available digitally, so there is the Cats and Genetics: Genetics exercises based on the including three texts, questions and a complete marking opportunity for interactive whiteboard users to adapt this inheritance of traits in cats. (Science) guide, provides a useful practice tool for pupils. material for use. By using the image capture tool or camera Selective Breeding: Exercise about selective breeding using in the board’s software, there is the opportunity to carry out examples of cats. (Science) a lot of the ideas interactively on the board as well as using Parachuting Cats: An exercise to look at human intervention the images provided for maximum impact. in food chains and its effect. (Science) Caring for your Cat: Where possible, use of ICT is encouraged for presentations, An exercise in writing to explain. (English) research and to generally enhance learning.

www.cats.org.uk Curriculum Links

The links below highlight the main elements of where the Using ICT: Pupils can use design and publishing programs to The Cost of Caring for a Cat activities in this pack can be linked into the National present each dilemma in an evocative form and to compile Mathematics NNS Using and Applying Mathematics p28 – 9; Curriculum at Key Stages 3 and 4. They are not exhaustive their responses as a wall display. Calculation p108 – 9 and your own use of the materials will dictate exactly how they cover specific curriculum elements. Links to the Cats in History Why Neuter your Cat? Scottish 5–14 Curriculum follow on. English En2 4a–c Mathematics NNS Using and Applying Mathematics p154 – 159 En3 1e–h, l–o Using ICT Using ICT: Pupils can use a word processor to create and Who’s Living with your Cat? Several opportunities arise for using ICT to enhance learning, present their essay; a desktop publishing program to Science KS3 SC2 5 and are noted below in each section of the notes for the produce a poster; a presentation program to create a slide National Curriculum. These ideas are also directly applicable show of how attitudes to cats have changed over time. Cats and Genetics in Scotland. Science KS3 SC2 4 Cats in the Media Young People’s Rights and the Rights of Pets English En1 2a–d; 3a, b; 4a, b, d S elective Breeding English En1 1a; 2f; 3a–b En2 5a–d Science KS3 SC2 4 En2 4a En3 1a–d, g, h, k En3 1e–h; I–k; 7c, d Using ICT: Pupils can use a word processor to create a Parachuting Cats Citizenship KS3 1a; 2a–c; 3a–c “professional-looking” script; compile excerpts from Science KS3 SC2 5 KS4 1a, f; 2a–c; 3a–c programmes using a video capture and editing program PSHE KS3 1b; 3a, b, d, h, j, k; 4c, g, h (please be aware of copyright restrictions when using Caring for your Cat KS4 1d; 2b; 3b–d; 4a–c, g, h recorded material); an illustration program to create a cat Citizenship KS3 1a; 3a Using ICT: Pupils can use the Internet to research the UN strip cartoon; DVD equipment to create a mini cat PSHE KS3 4h Convention on the Rights of the Child and a word processing advertisement. program to create an “official” charter of their own. Planning a Campaign Cats in Poetry English En1 3a–e; 6a–d; 9b Dilemmas English En1 1a, c, e, f; 2a, b, f; 3a, b; 6b, c, d En2 4a–d; 5a–d; 9b, c English En1 1a–c; 2a–c, e, f; 3a, b; 10a, b En2 1a–d, g, h, j, k En3 1e–k; 9b, c PSHE KS3 1b; 3d, j, k; 4c, g, h En3 1a–d; 7a, b, e Art & Design 1b; 2a; 3a; 4b; 5b, c KS4 2b; 3c; 4a–c, g, h Using ICT: Pupils can use a publishing program to write their Using ICT: Pupils can use a wide range of creative programs to class poem and present it as a school display. produce their work, including design and illustration programs, word processors and publishing suites, DVD recording and editing; audio recording and editing; web design and Internet browsers.

www.cats.org.uk Curriculum Links – Scottish 5–14 Guidelines

English Language Cats in the Media Listening: listen to a range of texts and scripts and offer a In General personal response to the feelings and attitudes of those The activities support pupils’ general development of their involved; listen to others and respond with relevant knowledge about language and use of punctuation and comments and opinions. structure, including the identification and use of a range of Talking: contribute to groups by asking and answering literary terms and devices (simile, metaphor, adjective, etc.) questions. to convey information, feelings, emotion and tone, in order to Reading: read a variety of texts in different forms and identify inform and persuade. A wide range of media can be used, features and content. including factual excerpts, poems, scripts, video drama and Writing: write a brief, imaginative work to communicate key cartoons and a range of advertising media, such as radio and facts and ideas. TV clips, print and outdoor advertising. Cats in Poetry Young People’s Rights and the Rights of Pets Listening: listen to a range of poems and offer a personal Listening: listen to others and respond relevantly. response to the feelings and attitudes of those involved; Talking: comment on the ideas of others and show listen to others and respond with relevant comments and awareness of their feelings; contribute to the purpose of the opinions. discussion. Talking: contribute to groups by asking and answering Reading: find, select and collate information from more than questions; explain how the author uses characters to convey one source. feelings, emotions and ideas. Writing: use appropriate vocabulary to write to communicate Reading: read a variety of poems and provide a considered key ideas. view of their content and meaning. Writing: write imaginative pieces making use of poetic Cats in History conventions. Reading: read information from a reference text. Writing: communicate key events, facts and ideas.

www.cats.org.uk Teachers’ Notes – Young People’s Rights and the Rights of Pets

Objectives Extension Ideas Explain to the class that some may apply to pets such as cats Pupils should appreciate the difference between rights, and dogs, and some may apply to both. If you were to re-sort Using ICT draw up: (a) a Young Person’s Charter of Human responsibilities and needs and also consider the rights of pets them would a cat’s priority be different? Using the second set Rights; and, (b) an equivalent charter for cats. You may want and realise their responsibilities for them. Pupils will gain an of cards, the pupils should sort those that they think apply to to research the United Nations Convention on the Rights of initial understanding of their own attitudes towards cats. cats and try to prioritise them too. The groups should then the Child to help you. This can be found on the UNICEF compare the lists. website at http://www.unicef.org/crc/crc.htm Rights are an emotive issue, especially as young people become more aware of what they (sometimes mistakenly) Discussion Points believe is a right. However, rights and needs are different things (although some overlap). Importantly, it’s often Are there any major differences between your rights and those forgotten that rights are balanced by responsibilities. It can of a cat or dog? Why do you think some are the same, and be easy to feel that we need rights, but less easy to accept some are different? Now add three more rights of your own to that we need responsibilities, as well, if society is to function. the blank cards. Are these for young people, cats or both? The topic of rights can be extended to animals, and the idea of “rights for pets” can help clarify pupils’ thinking about It is generally accepted that if we have rights, we also have their own rights. responsibilities – at least to each other. List five of our responsibilities towards each other, and five towards our Suggested Activities pets. Do any overlap?

As an introduction, the pupils should work in small groups Now think about this statement: and draw up a list of rights and needs (using the “Rights and “A cat’s rights and our responsibilities towards them are one Needs” worksheet) so that they can make sure that they and the same thing.” understand the difference between the two. The class should • What might this mean or imply? pool their ideas during a class discussion with all ideas • Do you agree with it? Give your reasons. written on the board. • What can a cat do in return for us? • Do animals have responsibilities? Distribute two sets of “Rights and Needs Cards” to each group (if they are copied in different colours, it makes sorting them easier). Using one set of the Rights cards, the pupils should be encouraged to try to put these in order of importance for young people.

www.cats.org.uk Rights and Needs: Pupil sheet 1

A RIGHT is something you are entitled to and a NEED is what you might like, but could manage ...... without. In your group, come up with a list of rights and a list of needs......

...... NEEDS ...... RIGHTS • Are rights and needs the same? For example, ...... when you become 18 you will have the right to vote. But do you also need to vote? Explain what ...... you think.

...... • What do you think the differences are between rights and needs? Do some overlap – what rights ...... are also needs?

...... • What do we have a right to, even though it might not be a basic need? In which case, why ...... do you think it has been made into a right?

......

www.cats.org.uk Rights and Needs Cards: Pupil sheet 2

¡ ¡ ¡ ¡ ¡ Freedom of Food Warmth Clean water Education speech

¡ ¡ ¡ ¡ ¡

Protection Rest Companionship Respect Play

¡ ¡ ¡ ¡ ¡ Money to meet Medical Equality of Friendship Grooming your needs treatment opportunity

¡ ¡ ¡ ¡ ¡ Peaceful Medical care Attention Love Shelter environment

¡ ¡ ¡ ¡ Freedom to Clothing A home Clean air worship

www.cats.org.uk Teachers’ Notes – Dilemmas

Objectives Extension Ideas

This lesson builds on the work on rights and responsibilities To extend the scope of the discussion, groups could be and focuses on the need for responsible actions. It will also allocated a different dilemma, to be “acted out” through role- raise awareness of the important role of animal welfare play. Certain situations might lend themselves to a “999 groups and charities. emergency” approach. Pupils could do this in small groups and report back their insights and feelings, or perhaps perform Suggested Activity their role-plays to the class to prompt a wider discussion.

Pupils are to work in small groups to give solutions to the dilemmas that follow. Each group should agree on their solution. Their ideas can then be judged by the rest of the class. Points can be awarded, with 3 for a “good” solution, 2 for an “OK” solution, 1 for a “poor” solution and 0 if the class thinks the solution is a “bad idea”. This helps clarify pupils’ thinking and, again, prompts debate of the issues surrounding each dilemma. The marks could be recorded by the teacher on the whiteboard, using the table on the pupil sheet. As a plenary, there could be a discussion about the local animal charities in the area and how they might help.

www.cats.org.uk Dilemmas: Pupil sheet 1

What would you do if...

• You saw a cat stuck up a tree? • A kitten without identification turned up on your ...... doorstep in a thunderstorm? ......

• Your neighbour’s cat has litters of kittens, which you • You saw other young people ill-treating a cat? know are always drowned? ......

• You heard miaowing under the floorboards of an • Your cat keeps wandering off? empty house? ......

• Feral cats lived nearby? • Your cat is ill but you can’t afford the vet’s bills? ......

www.cats.org.uk Dilemma Score Sheet: Pupil sheet 2

Dilemma Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 TOTAL

You saw a cat stuck up a tree?

Your neighbour’s cat has litters of kittens, which you know are always drowned?

You heard miaowing under the floorboards of an empty house?

Feral cats lived nearby?

A kitten without identification turned up on your doorstep in a thunderstorm?

You saw other young people ill-treating a cat?

Your cat keeps wandering off?

Your cat is ill but you can’t afford the vet’s bills?

www.cats.org.uk Teachers’ Notes – Cats in History

Objectives For information – some key issues regarding the move to Extension Ideas domestication. To increase the awareness of pupils that cats have been Cats performed a vital function in repelling rodent pests from • Write a brief essay or article explaining their views or regarded in different ways throughout history and how cats valuable grain crops and were seen as important “residents” insights. have featured in social life and culture across the world. on farms and also within town communities, where lack of • Create a presentation to show the changes in attitudes to waste disposal created rat infestations. The presence of cats cats over time. Suggested Activities within several folk and mythological traditions, coupled with • Create a poster to show the varying aspects of how cats their keen senses and air of independence, gave rise to have been part of specific cultures or societies. Introduce the topic by asking the pupils to think about what superstitions and wariness towards cats among these • Research further into the history of cats and produce a cats mean to them. Are cats just pets? Are they useful for communities. timeline using the findings. anything else? The Renaissance and Industrial Revolution created wealth Distribute the worksheet “Cats in History” to the pupils. The and an urban class which had less need for cats as working pupils are to read the information sheets and answer the animals. With more time and resources, a thirst for novelty comprehension questions. and an understanding of breeding, new varieties of cat emerged as pets. The beginning of the loss of widespread Discuss as a class when and where cats were most popular superstition made cats increasingly acceptable to rural and valued, and when they were most unpopular. populations, although many superstitions have remained even to this day. With better technologies for storing grain and a fall in the rural and farming populations, cats gradually became more common as domestic pets until becoming the nation’s most popular pet in recent years.

www.cats.org.uk Cats in History: Pupil sheet 1

¡ ¡ ¡ ¡

Cat Worship Cats as Gods Cats as Protectors Cats as Familiars The Norse god Freya (the source of The ancient Egyptians worshipped The ancient Egyptians were also the first A familiar was supposedly a demon “Friday”, her day of worship) had two Bastet, a cat-headed goddess of love, civilisation to realise a cat’s potential as that was a witch’s companion. The giant cats to pull her chariot, and cats sex and fertility. She is sometimes a vermin hunter and protector of the Salem Witch trials of the 17th century became revered as pagan deities in depicted with kittens, symbolising her corn supplies on which their lives record the following statement from a some parts of Europe in the Dark Age role as a fertility goddess. Cats were depended. As early Egyptians moved witness: “He said unto her, he believed and Early Middle Age. Cat worship seen as demi-gods and were the from being nomads to settled farmers in she was a witch. Whereat she, being spread throughout Europe until, in the property of the pharaoh, who was also the Nile valley, cats were used to protect dissatisfied, said ‘that some she-devil 15th century, the Pope ordered cat considered divine. It was a capital crime the valuable harvest. In 936 the King of would shortly fetch him away!’ The worshippers to be burned as witches and to kill or harm a cat – that is, you could Wales Hywel Dda, introduced a law that night following as he lay in his bed, the cats themselves were also killed. This be put to death. Mummified cats were put an official price on cats – one penny there came in at the window, the meant that for the next hundred years, often buried near her shrines, for a kitten, two pence until it became a likeness of a cat, which flew upon him, the number of cats in Europe declined suggesting a place in the afterlife for “mouser” and four pence once it had took fast hold of his throat, lay on him almost to extinction. One effect of this them, as well, and over 300,000 were actually killed mice. If a cat was sold, it a considerable while, and almost killed was the rapid spread of the plague which found when Beni-Hassan was excavated had “to hear and kill mice, to have her him.” Apparently, “the likeness of a is carried by rat fleas. in the 1800s. claws entire, to rear and not devour her cat” flew out of the window when God’s kittens” and if deficient in any of these, help was requested! one-third of its value was repayable. (An early form of consumer protection?)

www.cats.org.uk Cats in History: Pupil sheet 2

¡ ¡ ¡

Wartime Cats Ships’ Cats Domestic Cats In 1941, the Minister of Food Cats and sailors have a special bond Cats became fashionable again during the announced that “cats engaged in work stretching back to the days of the European Renaissance, when long-haired of national importance” were to receive pharaohs. On many ships, the ship’s varieties were particularly popular. Cats an allowance of powdered milk from cat is often still a respected and have since become the nation’s favourite stocks considered unfit for human important member of the crew, domestic pet. This is because cats and consumption. The “work of national charged with rat control, and not their owners form close relationships, as importance” referred to keeping down thought of as a pet. The ship’s cat was cats are loving, playful and charming mice and rats in food warehouses vital so respected that mutinies were said companions. for preserving the nation’s stores of to have occurred because the captain grain and other foods. kicked the cat! Ships helped to spread cats across the world, including into India, China and Japan.

www.cats.org.uk Cats in History: Pupil sheet 3

Answer the following questions.

How did many people view cats in the Middle Ages? ......

......

Why were cats mummified in ancient Egypt? ......

......

Why did the Welsh king value cats so highly? ......

......

Why did the witch trials witness fear his “attacker” so much? ......

......

Why might guarding grain stores during the War have been a “work of national importance”? ......

......

Give some reasons for why there might be fewer ships’ cats now......

......

Give some reasons for why cats moved from being just working animals to becoming favourite pets for many people......

......

www.cats.org.uk Teachers’ Notes – Cats in the Media

Objectives to write a personality profile of their chosen cat and then use – Bagpuss –A magical saggy pink and yellow cloth cat. He this to write a rehoming advertisement for the cat; e.g. loves lying on the rug, listening to stories and songs. He Pupils are to use cat characters to explore characterisation Bagpuss – homely good natured and laid back cat who likes might need to go on a strict diet too! (the personalities cats tend to be given), as well as to look at a lot of sleep. May have to be put on a diet. Would prefer to – Sylvester –A black-and-white cat with a big red nose, who how they are used, for example, in advertising. live in a house with children. is always being naughty and chasing Tweety Pie (a bird). – Mr Bigglesworth – Dr Evil’s pet in the “Austin Powers” Suggested Activities Extension Ideas films, who was rendered bald in a freezing process, but loves sitting on Dr Evil’s lap and being stroked. Advance Preparation • A role-play of one of the scenes, or of a new scenario using – Harry Potter cat characters – Especially Professor Ask the pupils to prepare a list of cats in the media to bring familiar characters. McGonagall, the Deputy Headmistress of Hogwarts, who to the lesson. These could be cats in advertisements, films, • A creation of a screen cat via ICT. can transfigure herself into a cat. books and television programmes. • Writing a script for a TV advertisement involving a cat. – Catwoman – Batman’s feline foe. A black, sleek, sexy cat • Designing a TV cat advertisement, using ICT. who moves with grace. Introduce the topic with a board blast session to identify a • Developing a cartoon strip for communicating a specific – The Lion King (film) – Simba is an African lion cub who selection of cat characters in the media (see list below for positive image to a younger audience, e.g. a cat’s needs. likes to romp and play, but is courageous and wise. some suggestions). Or alternatively, show brief video clips of – Scratchy and Snowball II – Scratchy is a cartoon cat within cartoon cats. A Brief Guide to Screen Cats the Simpsons cartoon who is even more unlucky than Tom These are just a few suggestions on where pupils can find cat when it comes to mice. Snowball II is the long suffering pet This can be followed by a discussion on: characters on screen. of Lisa Simpson. – How the cat is portrayed in a particular instance – The Aristocats (film) – A group of cats is left a fortune, and – Differences in portrayals, and how these illustrate different is then duped out of it by the butler. aspects of character – Coronation Street – The tabby cat in the title sequence. – How cats are used to sell something – why are they so – Garfield –A wise-cracking, nap-taking, mailman-mauling, appealing, and to whom? cute, lazy, fat cat with yellow and black stripes. – The popularity of cat images – why do we like cat – Top Cat – The leader of the Alley Cats gang, who is quick- characters so much? witted, relaxed and confident, and longs to live in the lap of – Why cats are used at all luxury. – What the images tell us about people’s attitudes towards – Felix (TV advertisement) – A mischievous and curious cat. cats. – Cats and Dogs (film) – A battle for supremacy in the pet world. Distribute the “Cats in the Media” worksheet. Ask the pupils – Three Lives of Thomasina (film) – A cat’s life story.

www.cats.org.uk Cats in the Media: Pupil sheet 1

In the box below, write down the habits, mannerisms, needs, likes, dislikes, and general personality of your chosen cat.

Personality

www.cats.org.uk Cats in the Media: Pupil sheet 2

Now, use the information to write an advertisement to rehome the cat.

Put a picture of your cat here

www.cats.org.uk Teachers’ Notes – Cats in Poetry

Objectives • To see which way the cat jumps They should then be given the “Cats in Poetry” worksheet. • Has the cat got your tongue? Ask the pupils to prepare a report to feed back to the class Pupils can explore how feelings, emotions and ideas are • The cat that got the cream on the poem on: conveyed, as well as looking at how specific word types are • Copycat a) What the poet is “saying” used to build up each aspect of a work. • As weak as a kitten b) How the cat is portrayed • To pussyfoot around. c) What feelings and emotions are aroused Suggested Activity d) What they think the poet has achieved. In pairs, or as a homework exercise, ask pupils to read two Cats have featured in the arts ever since their domestication cat poems, perhaps one from T S Eliot’s “Old Possum’s Book Extension Ideas was started over 5,000 years ago. Within literature, cats have of Practical Cats” or one of those listed below: often featured in poems. – “To a Cat” – Algernon Swinburne Extracts from the musical version of “Cats” would allow – “The Kitten and the Falling Leaves” – William Wordsworth pupils to compare the written version with the sung version Board blast well known expressions that involve cats, e.g. – “The Singing Cat” – Stevie Smith and could provide an introduction to the poem or simply “the cat’s whiskers”, “to have kittens”. Write these on the –“Tragedy for Three Actors” – Robert Westall operate as a musical backdrop. board. Discuss their meaning. What does this tell you about –“There was a Presbyterian Cat” – Anonymous how we view cats? What are their perceived characteristics? –“The Farmer’s Cat” – David Greygoose * As a fun extension, develop a class poem. Individual pupils, – “The Owl and the Pussycat” – Edward Lear * pairs or groups can contribute lines or verses to a cat-themed A list of some of the expressions that they may come up – “Magic Cat” – Peter Dixon * poem, following a set form or structure about an agreed with are: – “An Old Cat is Annoyed by a Dove” – David Orme * theme, for example, a class performance poem about a cat • To play cat and mouse – “The Prayer of the Cat” – Carmen Bernos de Gasztold * exploring its new home. • A catcall – “Marmalade” – Peter Dixon * • To find/put the cat among the pigeons – “Cat’s Funeral” – E V Rieu * • To be catty – “A Day in the Life of Danny the Cat” – Benjamin Zephaniah * • A cat fight – “Cool Cat” – Mike Jubb * • To fight like cat and dog * All of these can be found in “The Works”, edited by Paul • A cat nap Cookson, Macmillan Children’s Books (ISBN 0 330 48104 5) • A cat burglar which offers “accessible” poetry for less able or • To let the cat out of the bag enthusiastic pupils. • Like a cat on hot bricks/a hot tin roof • No room to swing a cat • Raining cats and dogs • Curiosity killed the cat

www.cats.org.uk Cats in Poetry: Pupil sheet

Read the poems on cats that your teacher has provided for you. • Poets often use similes, metaphors and From each poem, make a list of the adjectives that have been used to describe the cat. onomatopoeia in their poetry.

Compare the two lists. • A simile is when you describe something by comparing it to something else, e.g. “her claws Poem 1 Poem 2 were like barbed wire, piercing the mouse”.

• A metaphor is when you describe something as something else (but NOT comparing it), e.g. “her claws were barbed wire, piercing the mouse”.

• Onomatopoeia is when the word sounds like the thing it describes, like “meow”.

Choose one of the two poems. Prepare a speech covering the following points: a) What the poet is “saying” b) How the cat is portrayed c) What feelings and emotions are aroused d) What you think the poet has achieved.

www.cats.org.uk Teachers’ Notes – The Cost of Caring for a Cat

Objectives Extension Ideas

All pupils will have considered a cat’s needs and rights, and Using research, compare the cost of feeding a cat using will appreciate the cost of caring for a cat. different kinds of cat food. Find out the minimum amount of money that is needed to look after a cat properly, the average Suggested Activities and the maximum.

Discuss as a class why people have pets. Should everyone Interview a vet about the benefits of pet insurance. have the right to be a pet owner? What should you consider before you get a pet? What are the rights and needs of cats Research using the Cats Protection website to find out how and what do they cost to look after? many cats are homeless and how much it would cost to feed them all per day. There is a choice of two worksheets which will help the pupils to work out how much money it will cost to care for a cat. “The Cost of Caring for a Cat” is more structured, and will easily be incorporated into one lesson.

However, “Finding Out the Cost of Caring for a Cat” involves research. As a classroom based activity, this research can be done using the Internet, advertisements, leaflets from insurance companies and vets. Pupils can be encouraged to visit supermarkets and pet shops to find out the information for themselves, and then bring it to the next lesson to complete their investigation.

The pupils should then devise a way of presenting their findings. Ideas include comparison of cost with other household costs, presenting their findings as a poster or slideshow presentation.

www.cats.org.uk The Cost of Caring for a Cat: Pupil sheet

Cat food and litter £20 per month 1. How much does it cost per week for food and Finding Out the Cost of Caring for a Cat

Vet care (annual check-up £24 per year litter? ...... You have asked your parents if you can have a pet and vaccinations) cat. They have said that you can, if you can tell them how much it will cost. Pet insurance An average of £86 per year 2. How much does it cost per week for pet Your task is to find out how much it costs to care Litter tray, bowls, toys £36 insurance? ...... for a cat. You will need to find out: Cattery charges per day £6 • How much a cat eats each day 3. How much does it cost per year to care for a • The cost of cat food cat (without considering cattery charges)? • The cost of cat litter ...... • How much cat litter is used per week • The cost of pet insurance

4. The Dhesi family has two cats. They go on • The cost of a cattery (for when the owners go away) holiday for two weeks a year. Work out the cost • The cost of a vet (annual check-up, vaccinations) of caring for their cats: • The cost of bedding, toys, cat litter tray, food a) for 1 year ...... bowls, grooming aids. b) for 5 years ...... c) for 20 years (contented, cared-for cats can live even longer than this!) ......

www.cats.org.uk Teachers’ Notes – Why Neuter your Cat?

Objectives

All pupils will be aware of the importance of neutering cats. Most pupils will have completed a numerical exercise showing how populations can grow and some pupils will have carried out an open ended investigation into cat population growth.

Suggested Activities

Ask the class to guess how many kittens a female cat might have during its lifetime. What information do you need to know? Board blast and write up the suggestions and ideas.

Give out worksheets “Why Neuter your Cat? – an Investigation” or “Why Neuter your Cat?”

Counters and blocks can also be used for some pupils to help them.

Extension Ideas

Extend the investigation for another ten years. Assume that cats die at the age of 16.

It is said that one cat and its offspring can be responsible for 20,000 descendants. How long would this take?

www.cats.org.uk Why Neuter your Cat? – an Investigation: Pupil sheet 1

• Fluffy the female cat started to reproduce at the Use diagrams and tables to display your findings. NOW… age of eight months. Look for number patterns. Remember that each of her female kittens could • She produced a litter of four kittens, two males then start to reproduce at the age of six months. and two females. Try to work out how many cats would have been produced during Fluffy’s lifetime. • She produced a litter every four months.

• Fluffy lived for twenty years. Note – female cats can start to reproduce at six months; we advise neutering from four months (with vet agreement). Using this information, work out how many kittens Fluffy had: a) When she was one year old

...... b) When she was five years old

...... c) During her lifetime.

......

www.cats.org.uk Why Neuter your Cat? Pupil sheet 2

The Wilson family had two kittens, Tom and Fluffy. 8 months 16 months When Fluffy was eight months old, Mrs Wilson noticed that Fluffy was getting rather fat. She took her to the vet and found out that Fluffy was ˆˆ ˆˆ expecting kittens. She had four kittens, two males ˆˆ and two females. The vet told Mrs Wilson that Fluffy could have a litter every four months. Mrs Wilson was a Maths teacher and started to worry about how many cats she might end up with, so she started to work it out. She used pictures to help her. ˆˆˆˆ ˆˆˆˆ ˆˆ She used the following information: ˆˆˆˆ ˆˆ ˆˆ ˆˆ She assumed that all the litters would have four Tom and Fluffy had 4 kittens Tom and Fluffy had another 4 kittens kittens, two male and two female.

4 months 12 months ˆˆ ˆˆˆˆ ˆˆ Tom and Fluffy are kittens ˆˆ ˆˆˆˆ ˆˆˆˆˆˆˆˆ ˆˆ ˆˆ ˆˆˆˆ ˆˆˆˆˆˆ ˆˆ ˆˆ Tom and Fluffy had another 4 kittens

ˆˆ www.cats.org.uk

Why Neuter your Cat? Pupil sheet 3

Draw the next two diagrams showing how many kittens Tom and Fluffy would produce in 20 months and 24 months.

20 months 24 months

Use the pictures to fill in the table below.

Time period 123456

Number of months 4 8 12 16 20 24

Total number of cats 26____

www.cats.org.uk Why Neuter your Cat? Pupil sheet 4

But then Mrs Wilson realised that, at 16 months, the two female cats from Tom and Fluffy’s first litter would be able to have kittens of their own. She added this to her drawing. Remember… 20 months 24 months Each pair does not have a litter until they are eight months old. Once a pair start to breed, they will have a litter of four, two males and two females. ˆˆ

ˆˆˆˆ ˆˆ ˆˆ ˆˆ ˆˆ

ˆˆ ˆˆ ˆˆ ˆˆ And at 20 months, the females in litters one and two can now have litters. Draw the diagrams to show how many cats there could be at 20 and 24 months. Use the pictures to fill in the table below.

Time period 1 2 3 4 5 6

Number of months 4 8 12 16 20 24

Total number of cats 2 _____

Mrs Wilson took Fluffy and Tom to the vet to be neutered as soon as she could. As soon as they were old enough, the kittens were neutered too.

www.cats.org.uk Teachers’ Notes – Who’s Living with your Cat?

Objectives Extension Ideas As an extended homework/class assignment, the pupils • Pupils should know about the relationship between parasite should choose a parasite and make a detailed presentation and host and that it is disadvantageous to the host. in a medium of their choice. The presentation should include: • Pupils should know the importance of checking pets for • An illustration parasites and where to get help to treat them. • Details of the parasite’s life cycle • Some pupils will have researched the different parasites • Effect of the parasite on its host that have cats as their host. • Treatment and prevention.

Suggested Activities TYPE OF PARASITE DESCRIPTION OF PARASITE SPOTTING THE SIGNS EFFECT ON THE CAT CONTROL/PREVENTION

Show the class some pictures of parasites. Explain the term FLEAS This parasite has an extremely strong exoskeleton, and is very lightweight. Black specks (flea Itching, but some cats have Insecticide spot on, spray or injection Its head allows it to push through fur so it can make easy progress around droppings), sometimes live flea allergy and will get severe from your vet, flea collar, spraying parasitism and explain the role of the host. (This links in with the cat. It is waterproof, shock resistant and able to survive high pressure fleas will be seen. dermatitis from excessive bedding, and the house, vacuuming when it jumps. It gets its food by puncturing the skin and sucking blood. grooming, and scratching. the house (and emptying the bag into work on food chains, feeding relationships and infections.) Fleas may carry other a sealed bag outside). diseases such as tapeworm or haemabartonella. An excessive burden can make Distribute the comprehension exercise on parasites. The cats anaemic. information on the sheet could also be used on a whiteboard TICKS This parasite starts as a small grey dot on your cat and once attached will Ticks can be seen. Ticks can transmit diseases, Apply an insecticide from your vet, or suck blood and grow to the size of a small pea becoming beige or grey-purple so they should be removed. carefully remove (make sure the as a drag and drop exercise by leaving out key words and in colour. It will eventually fall off on its own once it has taken as much blood They can cause irritation mouthparts are removed – see your vet from your cat as it needs but this is not ideal and ticks are best removed. and infection. for advice). encouraging the pupils to fill in the blanks.

LICE This parasite appears flattened with no wings. It is host-specific and will The lice can be seen as light Itching, hair loss, dermatitis. Apply an insecticide, from your vet. spend its entire life on one cat if left untreated. It lays eggs on the hair grey moving specks and the The class could then research cat parasites either using the shafts but does not jump. It can move from cat to cat by direct bodily cat’s coat may become dry contact or the use of shared grooming tools. and scruffy. Internet or by reading information leaflets. Alternatively, the EAR MITES This parasite is a tiny infectious organism resembling a microscopic tick. It Ears will have a lot of black or Severe itching, shaking of the Use mite-killing ear drops from the help sheet containing the information could be used as a cut can barely be seen as a small white dot with the naked eye. Infection usually dark brown ear wax and the head, scratching of the ears. vet and clean the ears to remove the produces a dry black ear discharge said to resemble coffee grounds. cat will shake its head or wax build up. and paste activity. scratch its ears a lot.

ROUNDWORMS This is an intestinal parasite. It is large-bodied averaging 8-15cm in length. The worms may be visible in Can cause diarrhoea and Worming medication from the vet It is not attached to the wall of the intestine, it literally ‘swims’ in the the cat faeces (looking like vomiting in young cats, given regularly (especially as Reference should be made to the responsibility that owners intestine, and is passed out in the cat’s faeces. bits of spaghetti) but not all weight loss and poor roundworms can rarely cause cats will pass visible worms. growth. Some cats may disease in humans). have to their pets to check regularly for parasites and make show no signs. sure they are treated and preventive measures are taken.

TAPEWORMS This parasite attaches itself to the intestinal wall and grows in self Rice-like granules in cat The cat is unlikely to show Worming medication from the vet fertilising segments until the end segments near the anus break off and are faeces (segments of the any signs although they can given regularly. passed out in the cat’s faeces. Cats become infected by eating rodents and tapeworm) or around the cause a blockage in the birds or by inadvertently ingesting infected fleas while grooming. cat’s bottom. intestine causing vomiting and possible collapse.

www.cats.org.uk Who’s Living with your Cat? Pupil sheet 1

A parasite is an organism that lives off a host 1. Explain the difference between ectoparasites and endoparasites. animal without giving any benefit to the host...... Ectoparasites live on the outside of the host animal and endoparasites live inside the host animal...... Cats can be hosts to a number of parasites. Even if they are kept indoors, they are still at risk of 2. Give two examples of ectoparasites that infect cats. infection...... The main parasites that affect our cats are: ...... • Fleas, lice, ticks and mites (ectoparasites) • Tapeworms and roundworms (endoparasites). 3. Why is it important to check your cat regularly? ...... Quite often, cats don’t show signs of infection until the infestation is very bad. This is why it is ...... important that you check your cat regularly...... Parasites can be controlled quite easily with 4. Why must you be careful when treating your cat with chemicals? chemical treatments but you must take care to ...... follow the instructions carefully as the chemicals could be toxic (poisonous) to the cat if used with ...... another chemical or in too high a quantity...... It is best to speak to a vet if your cat has parasites 5. Give two ways that you can prevent infections by parasites. so that you get the right treatment and advice ...... about how to treat your cat...... There are also ways of preventing infections...... Regular worming and flea treatment can protect your cat.

www.cats.org.uk Who’s Living with your Cat? Pupil sheet 2

TYPE OF PARASITE DESCRIPTION SPOTTING THE SIGNS EFFECT ON THE CAT CONTROL/PREVENTION

FLEAS

TICKS

LICE

EAR MITES

ROUNDWORMS

TAPEWORMS

www.cats.org.uk Who’s Living with your Cat? Help sheet

DESCRIPTION OF PARASITE SPOTTING THE SIGNS EFFECT ON THE CAT CONTROL/PREVENTION

Can cause diarrhoea and This parasite appears flattened with no wings. It is host-specific and will spend its vomiting in young cats, entire life on one cat if left untreated. It lays eggs on the hair shafts but does not Worming medication from the Ticks can be seen. weight loss and poor growth. jump. It can move from cat to cat by direct bodily contact or the use of shared vet given regularly. Some cats may show no grooming tools. signs.

Itching, but some cats have flea This parasite has an extremely strong exoskeleton, and is very lightweight. Its head Rice-like granules in cat allergy and will get severe Use mite-killing ear drops allows it to push through fur so it can make easy progress around the cat. It is faeces (segments of the dermatitis from excessive from the vet and clean the waterproof, shock resistant and able to survive high pressure when it jumps. It gets tapeworm) or around the cat’s grooming, and scratching. Fleas ears to remove the wax build its food by puncturing the skin and sucking blood. bottom. may carry other diseases such up. as tapeworm or haemabartonella. An excessive burden can make cats anaemic. Insecticide spot on, spray or This parasite starts as a small grey dot on your cat and once attached will suck blood Black specks (flea droppings), injection from your vet, flea and grow to the size of a small pea becoming beige or grey-purple in colour. It will sometimes live fleas will be collar, spraying bedding, and eventually fall off on its own once it has taken as much blood from your cat as it needs seen. the house, vacuuming the but this is not ideal and ticks are best removed. Ticks can transmit diseases, so they should be removed. house (and emptying the bag They can cause irritation and into a sealed bag outside). infection.

Ears will have a lot of black or This is an intestinal parasite. It is large-bodied averaging 8-15cm in length. It is not dark brown ear wax and the cat Worming medication from the attached to the wall of the intestine, it literally ‘swims’ in the intestine, and is will shake its head or scratch its vet given regularly (especially passed out in the cat’s faeces. ears a lot. as roundworms can rarely Severe itching, shaking of the cause disease in humans). head, scratching of the ears.

The lice can be seen as light This parasite is a tiny infectious organism resembling a microscopic tick. It can barely Apply an insecticide from your grey moving specks and the be seen as a small white dot with the naked eye. Infection usually produces a dry vet, or carefully remove (make cat’s coat may become dry black ear discharge said to resemble coffee grounds. The cat is unlikely to show sure the mouthparts are and scruffy. any signs although they can removed – see your vet for cause a blockage in the advice). intestine causing vomiting and possible collapse.

This parasite attaches itself to the intestinal wall and grows in self fertilising The worms may be visible in segments until the end segments near the anus break off and are passed out in the the cat faeces (looking like bits cat’s faeces. Cats become infected by eating rodents and birds or by inadvertently of spaghetti) but not all cats Apply an insecticide, from ingesting infected fleas while grooming. will pass visible worms. your vet. Itching, hair loss, dermatitis.

www.cats.org.uk Teachers’ Notes – Cats and Genetics

Objectives

Pupils will have practised genetics questions using simple cat genetics as examples. Some pupils will have interpreted family trees and worked out ratios of phenotypes.

Suggested Activities

The resources for this activity are designed for use when teaching genetics. The worksheet “Cats and Genetics” provides pupils with questions for the pupils to work through to gain practice and confidence with genetics questions.

Extension Activities

Pupils can draw their own cat family tree using long and short haired cats. They should make up their own questions and test them out on their fellow pupils.

www.cats.org.uk Cats and Genetics: Pupil sheet 1

Albinism is a lack of body pigment. Albino cats What would happen if: will have white fur and pink eyes. This is caused by a recessive gene c. If a cat is albino, it must a) An albino (cc) mated with a homozygous (pure b) An albino (cc) mated with a heterozygous have two albino genes (cc) as if it had a coloured breeding) coloured cat (CC)? coloured cat (carrying an albino gene) (Cc)? gene (C) this would always show as it is dominant.

Pure breeding cats have two genes of the same CC Cc kind for the characteristic, so a pure breeding coloured cat would have CC. Another name for this is homozygous. c c

If the two genes are different, this is known as heterozygous. c c

Write down what the kittens would look like (their Write down what the kittens would look like (their phenotype). phenotype).

......

www.cats.org.uk Cats and Genetics: Pupil sheet 2

c) Two coloured cats mated? There are three possible crosses – try to work them out.

...... Write down what the kittens would look like (their phenotype) by each cross......

......

www.cats.org.uk Cats and Genetics: Pupil sheet 3

The gene for short hair is dominant over the gene for long hair. Look at the family tree below.

1. Add the genotypes (LL, Ll or ll) underneath the symbols on the diagram.

Suki Mr Paws

Tula Fred Hetty

Grace Alfie Maisie Homozygous short Homozygous long Heterozygous short haired female haired female haired male

Heterozygous short Homozygous short Homozygous long haired female haired male haired male

www.cats.org.uk Cats and Genetics: Pupil sheet 4

2. Show, using genetic diagrams, the cross between: a) Suki and Mr Paws b) Fred and Hetty.

www.cats.org.uk Cats and Genetics: Pupil sheet 5

3. If Tula was mated with a long haired cat, what is the probability of the kittens having long hair?

www.cats.org.uk Cats and Genetics: Pupil sheet 6

Manx Cats

The Manx cat has no tail. This is caused by a dominant gene (M). However, it is a lethal gene, that is, if the kitten inherits two of the dominant genes MM, it will die. Tailed cats have the genes mm.

4. Explain using diagrams why Manx cats should not be allowed to breed together.

www.cats.org.uk Teachers’ Notes – Selective Breeding

Objectives Use the following set of characteristics to help evaluate the British Shorthair cat: The British Shorthair is one of the descriptions your pupils make: largest breeds of cat. It is chunky and substantial with a short, Pupils are to appreciate that selective breeding is a gradual level back and short, strong legs with round paws. The face is process over many generations that lead to distinctive Manx cat: The Manx cat is a compact, medium sized cat. round with full cheeks and large eyes. The nose is short and characteristics and different breeds of animal. Some pupils There are four types of Manx cat, depending on the amount or broad and the ears are small and rounded. The tail is thick will have linked this with their knowledge of genetics and the lack of tail present. For example, a stumpy has a small stump, and rounded at the tip and they have a thick plush coat. selection of phenotypes. whereas a rumpy has no tail at all. They have a short, very thick undercoat, with a slightly longer overcoat which gives Persian cat: The Persian has a long thick coat, and has short, Suggested Activities them a well padded appearance. They have a rounded head thick legs and strong shoulders which gives the body a with ears that are broad at the base and taper to narrow tips. “square” shape, with a short fluffy tail. They have a broad Refer to the “Cats in History” activities and from Pupil sheet 1 rounded head with the ears set low and close to the skull, how cats are descended from African wild cats. Alternatively, Siamese cat: The Siamese cat is athletic looking with slim large round eyes and a small flat nose. source pictures of different pedigree breeds of cat and ask legs that are longer at the back than at the front, and a pupils to suggest how these were bred. slender body. The head is triangular, tapering towards the muzzle, and their eyes are slanting and are a deep, vivid Distribute the worksheet “Selective Breeding” for the pupils blue. They have large pricked ears, a long tail and a very to work through. short, fine coat.

Discuss the importance of a variety of genes within a population’s gene pool. Use the example of Manx cats as being bred on an island and developing the tailless characteristic. Link to the work on genetics – Manx cats should not be bred together as if the kitten inherits two dominant Manx genes (M) it will not survive. All Manx cats have the genotype of Mm.

Extension Ideas

• The pupils can compare the process of selective breeding (artificial selection) with natural selection. • Pupils can discuss the ethics of selective breeding – is it always acceptable? Should it be monitored?

www.cats.org.uk Selective Breeding: Pupil sheet 1

Domesticated cats are descended from the African wild cat. Cats who were less afraid of humans will have bred together, gradually overcoming their fear of people. Over thousands of years this will have led to tamer cats who started to live in human communities.

But things didn’t stop there. There are now many different breeds of cat.

Under each picture, describe the distinctive characteristics of each breed. These are a result of selective breeding.

www.cats.org.uk Selective Breeding: Pupil sheet 2

If you wanted to breed a cat with a white tip to its ...... tail, which two cats would you choose to be the parents? Explain why......

Males Females ......

......

...... You would then repeat this for a number of generations. This is how distinctive breeds have ...... been formed. You have to make sure that you control which parents are allowed to breed together......

Sometimes selective breeding can be harmful. If ...... there is a problem linked to a breed, the problem can get worse if the cats are bred with close ...... relations. For example, Persian cats are prone to genetic kidney problems......

Some of the most healthy cats are those without a ...... pedigree – it is thought that “moggies” inherit the most favourable genes from each parent! ......

......

www.cats.org.uk Selective Breeding: Pupil sheet 3

Using the following key words, write a paragraph ...... to explain the main steps in selective breeding. The words can be used more than once......

...... SELECT ...... PARENTS ...... REPEAT ...... CHARACTERISTICS ...... OFFSPRING ...... GENERATIONS ......

......

www.cats.org.uk Teachers’ Notes – Parachuting Cats

Objectives Ask the pupils to find three food chains. Ask what might Extension Ideas happen, e.g. if the population of voles went down? How All pupils are to know that feeding relationships can be would this affect other animals in the web? What might Pupils can research the feeding relationships of one of the affected by human interference. All pupils will know that cats happen if the population of foxes went up? cat family (lions, tigers, cheetahs) and try to build a food web have an important role in keeping the number of pests down. for the cat’s habitat. Some pupils will be able to describe the impact through a Distribute the worksheet “Parachuting Cats”. The pupils food web of human intervention. should read the information and then answer the questions Using the information from this activity, the pupils should and complete the cartoon strip activity. To challenge more write a speech persuading people in the Middle Ages that Suggested Activities able pupils, set a limit on the number of frames for the cats can be useful for stopping the spread of the plague (see cartoon (e.g. a maximum of 8). “Cats in History”). Show the class an example of a simple food web. FOX CAT

RABBIT VOLE FIELDMOUSE RAT

GRASS CORN

www.cats.org.uk Parachuting Cats: Pupil sheet 1

In the 1950s there was an outbreak of malaria other insects too. Amongst these was a wasp that With very few cats around, the rat population amongst the Dayak people in Borneo. Malaria is ate thatch-eating caterpillars. Although the started to grow. Rat fleas carry two other diseases transmitted by mosquitoes. An infected person is caterpillars had been killed too, their population – the sylvatic plague and typhus – and very soon bitten by a mosquito and then when the mosquito recovered far more quickly than the wasp the Dayak’s health was threatened again. bites another person, it passes the disease on. population, so they destroyed the house roofs. The mosquito is known as a vector. But this wasn’t the end of the Dayak’s problems… The World Health Organization took drastic action. Operation Cat Drop involved the Royal Air Force The World Health Organization tried to solve this The concentration of DDT sprayed was enough to parachuting 14,000 live cats into Borneo to solve by spraying DDT (dichloro-diphenyl- kill insects but not enough to harm larger animals. the crisis. trichloroethane), a very poisonous chemical to kill But, the insects that had been killed by DDT were the mosquitoes. This seemed to work, as the eaten by gecko lizards. The amount of poison in number of cases of malaria fell. But this wasn’t each gecko got larger as they ate many poisoned the only effect. insects. The gecko lizards were then eaten by cats, and the accumulated amount of poison was The first thing that happened was that the roofs of enough to kill the cats. This is called their houses started to fall in. The DDT had killed biomagnification. not only the mosquitoes but also many of the

www.cats.org.uk Parachuting Cats: Pupil sheet 2

Read the story about parachuting cats. 2. Explain what biomagnification is.

1. Fill in the blanks in these food chains......

Thatch èèwasps ......

Thatch èègeckos è ......

......

www.cats.org.uk Parachuting Cats: Pupil sheet 3

Read the story about parachuting cats. 3. Give the reasons why the Dayak people started to suffer from typhus and the sylvatic plague.

......

www.cats.org.uk Parachuting Cats: Pupil sheet 4

Read the story about parachuting cats. 4. Summarise the story by drawing a strip cartoon.

www.cats.org.uk Teachers’ Notes – Caring for your Cat

Objectives They might like to consider: • Day-to-day caring for cats All pupils should be aware of the responsibilities of cat • Our responsibilities, their rights ownership and will have produced an explanatory leaflet for a • Neutering target audience. Some pupils will have conducted further • Microchipping research and produced work in different media. Pupils will • What needs to be considered if “I am to have a cat”? have practised writing to explain and inform in order to • Ownership costs. promote responsible cat ownership. Extension Ideas Suggested Activities Once the leaflets have been completed, the pupils could Distribute the emotive statements on the sheet “What do write a review of someone else’s leaflet. They should YOU think?” In groups, the pupils should discuss their comment on presentation, effort and clarity of information, reactions to the statements and note them down. and write down one thing that they liked about the leaflet, and one area that could be improved. Discuss with the class any evidence or facts that support or contradict the statements. This leads into revisiting the rights of animals and the responsibilities of owners and other people for living things.

The following activity can be used as a follow-up to the lessons on rights and responsibilities, or as an alternative summary to any work covered from this pack.

Using the “Caring for your Cat” information sheet, the pupils should write an information leaflet for first-time owners or for people who are considering getting a cat. Discuss the contents as a class.

www.cats.org.uk Caring for your Cat: Pupil sheet 1

What do YOU think? Cats need to scratch to keep their claws in good It is a cat’s right to have kittens condition. You need to help them to stay healthy What are your “gut reactions” to the following, Gut reaction: ...... and why? Gut reaction: ...... Cats are considered to be pets for girls more Why: ...... than for boys Why: ...... Gut reaction: ...... When people donate to cat charities, it is a ...... All cats should have an identification implant waste of money Why: ...... (microchip) Gut reaction: ...... Gut reaction: ...... Cats should be kept indoors at night Why: ...... Why: ...... Gut reaction: ...... Feral cats should be left in the wild. Why: ...... If a cat is found without identification, it should be put down Gut reaction: ...... Gut reaction: ...... Cats face dangers in the home as well as when ...... Why: ...... they explore outside. They need our protection Why: ...... Gut reaction: ......

Why: ......

......

www.cats.org.uk Caring for your Cat: Pupil sheet 2

Use the following tips on caring for a cat in your leaflet. Make sure that you explain why all these are important.

Before you get a cat make sure you know how much it will cost to keep him or her happy and healthy.

Kittens are very active so need lots of food – but they only have small tums, so feed them little and often.

Cats are not vegetarian – they need to eat meat to survive.

Don’t give your cat cow’s milk. Some cats are allergic to it, and it can give them upset tums! Give them milk specially made for cats.

All cats need exercise. You can protect your family’s furniture by making a scratching post and providing them with toys.

Make sure you treat your cat for worms and fleas regularly.

Make time to groom your cat every day, checking for signs of fleas, wounds, lumps or bumps.

Always make time to play with your cat.

Make sure your cat is up-to-date with his or her vaccinations.

Keep your cat indoors at night time, and provide him or her with a litter tray.

www.cats.org.uk Teachers’ Notes – Planning a Campaign

Objectives paper, while more information can be found on Extension Ideas www.cats.org.uk). Pupils could produce a chart to illustrate All pupils are to have looked at advertising and analysed the use of each layout or linguistic device, providing The following ideas can be used to round off your cat-related what it is about the advertising that appeals to them. Pupils examples from the material. activities and are appropriate for following both the media will have used structured analysis of media texts to explore study and creation exercise and the practice SATs paper. the use of layout and language to persuade and inform, Pupils can explore the use of fonts, headings, frames, • A debate, formal or otherwise, on the pros and cons of entertain, change views, fundraise, and stimulate action. All borders, columns, bullet points, subheadings, slogans, having a cat. pupils will have contributed to an advertising campaign using graphs/diagrams, pictures/images, colours, blocks of text, • Prepare a report for a local newspaper on the problems of a variety of media. balance of text and graphics. abandoned, feral and unwanted cats and ways in which these issues can be addressed for the benefit of cats and Themes Pupils can also explore the use of fact, opinion, use of society. Ideally, this would be based upon pupils’ research particular words or phrases, abbreviations, the use of in their local community. • Caring for cats emotive language, use of persuasive language (e.g. YOU and • Write a script for an interview item on a TV documentary • Our responsibilities, their rights WE), repetition and use of expert opinion for credibility. around the theme of how Cats Protection works to improve • Neutering the life of cats and people’s attitudes towards them. The • Microchipping Alternatively, ask pupils to answer a series of questions script should also include suggestions for visual content to • What needs to be considered if “I am to have a cat”? about a chosen Cats Protection item: highlight issues and Cats Protection’s work. • Ownership costs • What is the main message of the item? • Exploring layout. • Provide examples of fact and opinion in the text. • Why have particular images been used? Suggested Activities • Do these add to your understanding of the message? • Are there examples of persuasive language? Invite the pupils to bring in advertising and promotional • Have any particular tricks been used to arouse your material from newspapers and magazines about an feelings? “appealing” topic, e.g. cars or fashion. Initiate a general • Comment upon the layout – how does it help or hinder the discussion on what the items are trying to achieve, the message? techniques used and what the pupils feel about the overall • How does the item try to persuade you? impact. Follow this with a more detailed critical analysis of • Do you think the item is successful? the Cats Protection Information in the SATs paper section of this resource, focusing on the layout and language topics above. (Further examples are available in the practice SATs

www.cats.org.uk Planning a Campaign: Pupil sheet

Cats Protection has commissioned you to create POSSIBLE THEMES MEDIA IDEAS POTENTIAL AUDIENCES an advertising campaign to promote responsible cat ownership and to raise awareness of what • A cat is a being with its own • Poster • Parents and family the charity does. needs and feelings • Website • Adults in the community • What should you consider You could use a range of ICT tools, including word • Leaflet • Peers at school when getting a cat or kitten? processing and publishing software, digital still • Video (advertisement or • Younger pupils in lower and video cameras, scanners and software for • Our responsibilities to our documentary) school or feeder primaries slide presentations and website design. pets • Slide presentation • About Cats Protection • Questionnaire on cat • What can we do to help Cats ownership (cost, breed, Protection? attitudes, where sourced) • A cat is for life • Worksheet • People and cats in harmony • Cartoon or comic strip • An ideal environment for • Assembly presentation or a cat drama • Radio or TV advertisement, documentary recording or script

• Select a theme and then the media you wish to use. You should carefully consider your audience, and make sure that the medium is appropriate. For example, you might best reach adults in the community through a poster display in your local library. • Don’t forget to stay focused on the use of language and layout (or editing) to inform and persuade. • How can you make sure that your chosen message gets through to your audience?

www.cats.org.uk Further Information – Useful Websites

Useful links Rescue and rehoming Animal welfare Battersea Dogs & Cats Home Feline Advisory Bureau Listed below are web addresses and phone numbers for www.dogshome.org www.fabcats.org some organisations that may be of interest to you. These are 020 7622 3626 0870 742 2278 provided for your convenience only and should not be seen National Animal Welfare Trust PDSA Head Office as an endorsement by Cats Protection. CP has no control www.nawt.org.uk www.pdsa.org.uk over the websites listed and is not responsible for their 020 8950 0177 (admin only) 0800 917 2509 content. Unless indicated these websites are UK based. RSPCA Head Office RSPCA National Cruelty and Advice Line www.rspca.org.uk www.rspca.org.uk Cats Protection 0870 33 35 999 0870 5555 999 Adoption centres and branches The Blue Cross Head Office Scottish Society for the Prevention of Cruelty to Animals Please visit www.cats.org.uk or call our National Helpline www.bluecross.org.uk www.scottishspca.org National Helpline 01993 822651 0131 339 0222 08702 099 099 (calls charged at national rate) Scottish SPCA Ulster Society for the Prevention of Cruelty to Animals Email: [email protected] www.scottishspca.org www.marine-media.co.uk/uspca 0131 339 0222 National Animal Helpline: 028 9081 4242 Wood Green Animal Shelters Working with CP www.woodgreen.org.uk Lost and found services Dogs Trust (Joint neutering initiative) Battersea Dogs & Cats Home – Lost Dogs and Cats Line www.dogstrust.org.uk www.dogshome.org 020 7837 0006 0901 477 8477 (calls cost 60p per minute) Petlog www.petlog.org.uk (Provided by The Kennel Club) 0870 6066751 P etsearch UK www.ukpetsearch.freeuk.com Regional numbers on website

www.cats.org.uk Further Information – Useful Websites

Cats and people Pet sector Behaviour Cat Chat Intervet UK Pet Diabetes website Association of Pet Behaviour Counsellors www.catchat.org www.pet-diabetes.co.uk www.apbc.org.uk Pet Advisory Committee 01908 685685 01386 751151 www.petadvisory.org.uk National Pet Week Pets As Therapy www.nationalpetweek.org.uk www.petsastherapy.org 020 8370 3688 08702 401239 Pet Care Trust Society for Companion Animal Studies www.petcare.org.uk www.scas.org.uk 08700 624400 01993 825597 Pet Food Manufacturers’ Association www.pfma.com 020 7379 9009 Pet Health Council www.pethealthcouncil.co.uk 020 7255 5408